PASCD – November Conference Proposal Proposal Due: April 1, 2011 Conference Date: November 20-22 Differentiate Teaching Common Core Math Standards with Kidspiration 3
Or Differentiate Teaching Core Math Standards with Software your School Owns Math is rarely taught with appropriate tools to promote lasting understanding. Kids are told “Apply the rules and you’ll get it right!” But what about when students need to UNDERSTAND to achieve on tests? This workshop presents differentiated, multi-sensory, interactive approaches to math instruction aligned to Common Core Standards using award winning Kidspiration® Math Tools to promote deep understanding of numbers, arithmetic and mathematical concepts. And the best part is…your school already owns the software! Research Base
Interviews and observations over five months found that technology had its greatest impact by helping teachers expand the scope of their programs and by promoting positive attitudes toward math.
THE CONTRIBUTION OF TECHNOLOGY TO THE IMPLEMENTATION OF MATHEMATICS EDUCATION REFORM: CASE STUDIES OF GRADE 1-3 TEACHING JOHN A. ROSS A1, ANNE HOGABOAM-GRAY A1, DOUGLAS MCDOUGALL A1, CATHY BRUCE A2 A1 University of Toronto
A2 Kawartha Pine Ridge District School Board
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Students who use manipulatives in their mathematics classes usually outperform those who do not (Driscoll, 1983; Greabell, 1978; Raphael & Wahlstrom, 1989; Sowell, 1989; Suydam, 1986), although the benefits may be slight (Anderson, 1957). This benefit holds across grade level, ability level, and topic, given that use of a manipulative ‘makes sense’ for that topic. Manipulative use also increases scores on retention and problem solving tests. ‘Concrete’ Manipulatives, Concrete Ideas DOUGLAS H. CLEMENTS State University of New York, Buffalo, USA Contemporary Issues in Early Childhood, Vol. 1, No. 1, 1999 XXXXXXXXXXXXXXXXXXXXXXX Another promising approach to reducing barriers to implementation of reform in mathematics education is through integration with technology. There is ample correlational evidence that teachers who are more frequent users of technology (calculators, computers) are more likely to adopt even the most difficult dimensions of reform such as constructivist teaching (Becker, 1998; Waxman & Huang, 1996). Provision of software in a reform curriculum contributes to teacher implementation of the Standards (Huetinck, Munshin, & Murray-Ward, 1995; Ross, Hogaboam-Gray, & McDougall, 2000). Student achievement increases when calculators (Hembree & Dessart, 1992) and computers (Christmann, Badgett, & Lucking, 1997; Heid,1997) are used. Less clear about the integration of computers is how this contributes to reform. The relationship may be spurious: good teachers tend to adopt the innovations of the day, in this case technology integration and math reform (Becker, 1998). It is more likely that technology enables teachers to implement their constructivist beliefs by relieving students of the tedium of calculation and providing them with visual representations to support dialogue about mathematical ideas. Some researchers (Sandholtz, Ringstaff, & Dwyer, 1997) The Alberta Journal of Educational Research Vol. XLVIII, No. 2, Summer 2002,122-138 John A. Ross Douglas McDougall and Anne Hogaboam-Gray Ontario Institute for Studies of Education, University of Toronto Research on Reform in Mathematics Education, 1993-20001
AP History
May 2-5
Reading: Book chapter
Assessment: Qiuz on terms on Friday
Summarize this online article http://www.nytimes.com
PASCD – November Conference Proposal
Proposal Due: April 1, 2011
Conference Date: November 20-22
Differentiate Teaching Common Core Math Standards with Kidspiration 3
Or
Differentiate Teaching Core Math Standards with Software your School Owns
Math is rarely taught with appropriate tools to promote lasting understanding. Kids are told “Apply the rules and you’ll get it right!” But what about when students need to UNDERSTAND to achieve on tests?
This workshop presents differentiated, multi-sensory, interactive approaches to math instruction aligned to Common Core Standards using award winning Kidspiration® Math Tools to promote deep understanding of numbers, arithmetic and mathematical concepts.
And the best part is…your school already owns the software!
Research Base
Interviews and observations over five months found that technology had its greatest impact by helping teachers expand the scope of their programs and by promoting positive attitudes toward math.
JOHN A. ROSS A1, ANNE HOGABOAM-GRAY A1, DOUGLAS MCDOUGALL A1, CATHY BRUCE A2
A1 University of Toronto
A2 Kawartha Pine Ridge District School Board
Students who use manipulatives in their mathematics classes usually
outperform those who do not (Driscoll, 1983; Greabell, 1978; Raphael &
Wahlstrom, 1989; Sowell, 1989; Suydam, 1986), although the benefits may
be slight (Anderson, 1957). This benefit holds across grade level, ability
level, and topic, given that use of a manipulative ‘makes sense’ for that
topic. Manipulative use also increases scores on retention and problem
solving tests.
‘Concrete’ Manipulatives, Concrete
Ideas
DOUGLAS H. CLEMENTS
State University of New York, Buffalo, USA
Contemporary Issues in Early Childhood, Vol. 1, No. 1, 1999
XXXXXXXXXXXXXXXXXXXXXXX
Another promising approach to reducing barriers to implementation of reform
in mathematics education is through integration with technology. There is ample
correlational evidence that teachers who are more frequent users of technology
(calculators, computers) are more likely to adopt even the most difficult
dimensions of reform such as constructivist teaching (Becker, 1998; Waxman &
Huang, 1996). Provision of software in a reform curriculum contributes to
teacher implementation of the Standards (Huetinck, Munshin, & Murray-Ward,
1995; Ross, Hogaboam-Gray, & McDougall, 2000). Student achievement
increases when calculators (Hembree & Dessart, 1992) and computers
(Christmann, Badgett, & Lucking, 1997; Heid,1997) are used.
Less clear about the integration of computers is how this contributes to
reform. The relationship may be spurious: good teachers tend to adopt the
innovations of the day, in this case technology integration and math reform
(Becker, 1998). It is more likely that technology enables teachers to implement
their constructivist beliefs by relieving students of the tedium of calculation and
providing them with visual representations to support dialogue about
mathematical ideas. Some researchers (Sandholtz, Ringstaff, & Dwyer, 1997)
The Alberta Journal of Educational Research Vol. XLVIII, No. 2, Summer 2002,122-138
John A. Ross
Douglas McDougall
and
Anne Hogaboam-Gray
Ontario Institute for Studies of Education, University of Toronto
Research on Reform
in Mathematics Education, 1993-20001